Reading disability in boys and girls: No evidence for a differential genetic etiology     

Wadsworth  Sally J.  Knopik  Valerie S.  DeFries  J.C. 《Reading and writing》2000,13(1-2):133-145

In order to test the hypothesis that genetic influences are moreimportant as a cause of reading disability in girls than in boys,composite reading performance data from identical and fraternal twinpairs were analyzed using both concordance and multiple regressionmethods. The sample included 206 identical (99 male, 107 female), 159same-sex fraternal (90 male, 69 female), and 117 opposite-sex fraternaltwin pairs, in which at least one member of each pair had readingdifficulties. Although the difference between the concordance rates forreading disabilities in female identical and same-sex fraternal twinpairs was somewhat greater (65% for identical twins vs.32% for fraternal twins) than the difference in concordance ratesfor boys (68% vs. 39%), loglinear analysis of thesecategorical data revealed that the interaction between sex, zygosity,and concordance was not significant (p > 0.70). Moreover,the heritability of reading disability(h ² _g) estimated from regression analysisof the reading performance data in males was nearly identical to that infemales (h ² _g = 0.58 and 0.59,respectively; p > 0.90). Thus, results of this studyprovide little or no evidence for the hypothesis of greater geneticinfluence on reading difficulties in girls than in boys.  相似文献   

ICTs in the Rush Hour of Life     

Valerie A. J. Frissen 《The Information Society》2000,16(1):65-75

In the Netherlands, many women have entered the labor market in the last two decades. This development - among other social changes - has resulted in substantial shifts in the time that Dutch people spend on paid labor and "caring tasks" on the one hand and leisure activities on the other hand. This task combination has caused serious time pressure and coordination problems among dual-income families with children. Therefore, it is not an exaggeration to label this stage of life as the "rush hour of life". In this article the findings of a small-scale qualitative case study among these "busy" households are presented. The objective of this study is to describe and analyze patterns of acceptance and use of information and communication technologies (ICTs), especially telecommunication technologies, in the context of the everyday life of these households. The question is raised whether ICTs can be a solution to time pressure and coordination problems. Theoretically, the research is rooted in a user-oriented perspective toward technological innovation, developed in the United Kingdom by Silverstone, Haddon, and others, which understands the incorporation of ICTs into the everyday life of households as a "domestication process". A paradoxical conclusion of this study is that ICTs are not explicitly perceived as solutions to the communication and coordination problems these households experience in everyday life, although they are being used for solving these problems. This ambiguity seems characteristic for the acceptance of ICTs in everyday life. The domestication concept is a useful concept to describe these ambivalent and paradoxical processes of (non)acceptance and use.  相似文献   

Imprinting in older ducklings: Some tests of a reinforcement model     

Stephen J. Gaioni  Howard S. Hoffman  Peter DePaulo  Valerie Newby Stratton 《Learning & behavior》1978,6(1):19-26

Ducklings (Anas Platyrhynchos domesticus) older than the so-called critical period (Days 1 and 2 posthatch) were exposed to an imprinting stimulus after various experimental histories. The first study found that in previously isolated 10-day-old subjects the stimulus exhibited the same capacity to reinforce an operant response and to generate a burst-like pattern of responding as in ducklings imprinted to it on Day 1. In Experiment 2, an imprinting stimulas exhibited reinforcing capacities in 5 to 10-day-old ducklings that had previously been imprinted to a different stimulus. Most of these ducklings came to prefer the second imprinting stimulus over the first. Experiment 3 revealed that in 5-day-old ducklings with a prior history of imprinting to a different stimulus, the otherwise neutral features of a new imprinting stimulus acquired the same kind of persistent control over distress vocalization that they acquire in younger, naive subjects. In all these studies, the only difference between imprinting in older vs. younger subjects was that in older subjects a novel imprinting stimulus initially evoked fear reactions rather than filial behavior. These findings contradict the traditional view of imprinting as an irreversible process that occurs only during a brief critical period, but are entirely consistent with a reinforcement model of imprinting.  相似文献   

Differentiation and its Problems: the views of primary teachers and curriculum support staff in Northern Ireland     

Brian McGarvey  Valerie Morgan  Stuart Marriott  Lesley Abbott 《Educational studies》1996,22(1):69-82

This paper identifies a range of problems associated with putting differentiation into practice. The opinions of head teachers, subject co‐ordinators, and teachers were sought, as well as those of the curriculum support staff in the Education and Library Boards on the extent to which these problems affected primary schools in Northern Ireland, and case‐studies illuminated these views. The results showed that the curriculum support staff regarded most problems in differentiation in a more serious light than the schools themselves did, but there was agreement on the acute lack of time to deliver a differentiated curriculum, on the shortage of human resources and on the difficulties with new assessment methods.  相似文献   

‘Reflective co-education’ or male-oriented physical education? Teachers' views about activities in co-educational PE classes at German secondary schools     

Valerie Kastrup 《Sport, Education and Society》2016,21(7):963-984

As much as the principle of co-education may appear to make sense in physical education (PE) lessons, trends in its development have emerged over the past years, especially in secondary schools, which were certainly not intended by the pedagogical programme of ‘reflective co-education’, which stands for respect for equality and difference in co-educational PE classes. Although this programme has been anchored in the curricula of various federal states in Germany for around 15 years, the prevailing practice even today, and documented in many empirical studies, is that so-called ‘male-oriented’ activities (e.g. games) predominate in PE classes while ‘female-oriented’ activities (e.g. dance, aerobics, gymnastics or health-related exercises) are scarcely ever taught. The purpose of this contribution is to examine (1) the extent to which male (as well as female) PE teachers actually make such a one-sided selection of activities; (2) the reasons they give for this practice and the way they perceive and judge it; and (3) how they communicate this selection to each other and to their pupils. Seventy-one PE teachers (of both sexes) were asked about these questions in problem-centred interviews. The main result of the study is that both male and female PE teachers almost exclusively do ‘male-oriented’ activities (like games and other competitive activities) in mixed-gender classes, although they give different reasons for doing so. By contrast, so-called ‘female activities’ are avoided. The observable implications are that PE lessons have increasingly become dominated by male patterns of physical activity and that a hierarchy is constructed between so-called ‘male activities’ and ‘female activities’ in PE. As a result, a key objective of ‘reflective co-education’ has not been achieved. Female PE teachers suffer considerably under these conditions. It can be observed that many of them are either planning to reduce their hours in, or even give up, teaching PE (or have already done so).  相似文献   

Using Photographs to Assess Equity Climate: A Taxonomy     

James H. Banning  Valerie Middleton  Terry L. Deniston 《Multicultural Perspectives》2013,15(1):41-46

Our challenge as teachers and as human beings is to begin the process of "changing our voices," facing who we are and what that means in a society based on power and oppression. We must learn to listen to others, so we can speak together with voices both united and unique. The journey described is personal, yet it is also generalizable. Changing one's voice may be the only real way in which a teacher can be a model of diversity and multiculturalism. If as a teacher I do nothing to change my own voice, I have accomplished little in terms of effective teaching. My attitudes, behaviors, words should reflect and embody humanity, not just those who "look" like me or are thought of as more capable learners. I must challenge my students' thinking in terms of diversity and multicultural issues and push them to think of the "other."  相似文献   

Stylish academic writing     

Valerie Clifford 《高等教育研究与发展》2013,32(5):866-867

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Wrestling Whiteness: Three Stages of Shifting Multicultural Perspectives among White Pre-service Teachers     

Valerie Hill-Jackson 《Multicultural Perspectives》2013,15(2):29-35

Pedagogical progress in the field of multicultural education moves at a snail's pace due to pre-service teachers' level of acceptance of multiculturalism and its tenets. Teacher candidates and seasoned teachers are simply unconscious and apathetic about matters of diversity. Pre-service teachers, primarily White and middle class, are mandated to take multicultural courses and grapple with recognizing their own cultural beings and the cultural realities of others. While student populations grow more diverse, the pre-service teacher population is becoming more homogenous. A major obstacle in teacher preparation programs arising from this mismatch of teacher and student cultures is the ability to facilitate a critical consciousness. This includes the ability to analyze the world and employ equity pedagogy in pre-service teachers who are resistant to diversity issues.

Pre- and post-course surveys, in open-ended and anonymous narrative form, were administered to White pre-service teachers (= 94), and this article is divided into two sections based on the results. First, I outline the three shifting perspectives that were identified during a semester-long course with White and middle class pre-service students, and then connect these perspectives to existing research on racial identity ego, theorizing whiteness, and curriculum integration. This new theoretical model addresses equity pedagogy and is framed within whiteness and consciousness studies and may serve as a reflective tool for educators to self-evaluate their pedagogical proclivities. Second, the implications of this informal action research project for White pre-service educators and research in theorizing whiteness are developed.  相似文献   

In the classroom and not at the sink: women in the National Council of Labour Colleges     

Valerie Yow 《History of education》2013,42(2):181-196

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Preparing preservice teachers to use computers effectively in elementary schools     

Patricia Clark  Linda Martin  Valerie Hall 《The Teacher Educator》2013,48(2):102-114

Abstract

Computers and computer software have become integral components of the elementary school curriculum. Classroom teachers often express concern about the inadequate training they receive in the use of technology in the classroom. To meet the needs of future teachers, three university professors added issues related to using technology with young children to existing courses for elementary education majors. In addition, they introduced criteria for evaluating software and gave students opportunities to select software for instruction. After completing the courses, students were more comfortable with using computers, felt more competent about reviewing software, and were more aware of the issues related to using technology for instruction.  相似文献